TI ‘Good’ examples Teacher stops to reflect-in- action and changes tack (example or representation being used) Explains that perhaps something else might work better & explains why Says, ‘Gosh, I hadn’t thought of that’ or says ‘Let’s retrace our steps’
Choice of Examples
Based on reviewing the original data that gave rise to the codes as well as the new scenarios contributed by our research group, we have generated the following descriptors or aspects of CUE: “Strong” examples of CUE: High cognitive demand
CUE: Scenario 1
Scenario: Alice teaching nth term of linear sequences Country: UK Grade (student age): Year 10 (age 14-15) Contributed by: Nicola Bretscher, King’s College London, UK Context –curricular, professional, other Alice was an experienced mathematics teacher, working at a private girls’
CUE: Scenario 2
KNOWLEDGE QUARTET CODING MANUAL Scenario: McKenzie teaching problem solving Country: USA Grade (student age): Grade 4 (age 9-10) Contributed by: Tracy Weston, The University of Alabama, USA Context –curricular, professional, other As is the case in the United States, North
Use of terminology
‘Good’ examples Demonstrate knowledge of the correct mathematical terms & their precise meanings Correct use of mathematical terms and evidence of efforts to teach these terms Use alternative ways & more precise words to describe shapes for example, if child
Responding to (un)availability of tools and resources
Good examples: Draws on alternative knowledge resources, and/or makes significant epistemological accommodation in response to lack of intended technology or resource. Draws on alternative knowledge resources, and/or makes significant epistemological accommodation in response to availability of unplanned for technology
UT: Scenario 1
Scenario: Heidi revising percentages Country: UK Grade (student age): Year 8 (age 12-13) Contributed by: Anne Thwaites, University of Cambridge, UK Context – national, curricular, professional, other The National Curriculum for mathematics in England includes work on fractions, decimals and
RAT: Scenario 1
Scenario: Holly teaching estimating Country: USA Grade (student age): Grade 4 (age 9-10) Contributed by: Tracy Weston, University of Alabama, USA Context –curricular, professional, other As is the case in the United States, North Carolina has state mandated goals and
RAT: Scenario 2
Scenario: John teaching properties of 3-D shapes Country: UK Grade (student age): Year 9 (age 13-14) Contributed by: Anne Thwaites, University of Cambridge, UK Context – national, curricular, professional, other The National Curriculum for mathematics in England includes solutions of
RCA: Scenario 1
Scenario: Find all fractions larger than 1/2 Country: Norway Grade (student age): Year 6 (age 11-12) Contributed by: Ove Gunnar Drageset, University of Tromsoe, Norway Context The teacher has 20 years of teaching experience. The lesson is at grade 6